The New Standards-Based Resume

It's a fresh approach to showcasing your skills using standards and evidence.

 


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 Standards of Practice for
International School Educators

 

As with all professions, standards of practice have been established to ensure children are getting the very best we know about effective teaching. The Standards of Practice for International Teachers incorporate these universal professional standards and extend them to include additional aspects of practice that are essential in the international school setting. These have been, and will continue to be, vetted by the international educational agencies below, and will be revised and refined as more input and perspectives are shared. The evidence you provide to support how you are reaching each standard forms the central part of the new TIE resume.

We invite you to look through the standard sets below.

Partners & Collaborators on the Standards of Practice for International Schools

PTC
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James Stronge
AIELOC
TIE
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Read More About Standards

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Teachers themselves are finding it far more growth-inducing to reflect on the concrete evidence of their advancement toward meeting each standard, and to focus on those that tend to have the most impact on learning.

Bambi Betts
Bambi Betts
Director, The Principals' Training Center
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At the root of the teaching profession, we need to have clearly articulated standards, rooted in behaviors and dispositions that cause significant student learning, for which we are all accountable. Without such standards, our teaching profession will continue to flap in the constantly changing international jet-streams.

Tim Carr
Tim Carr
Head of School, Avenues Online: The World School
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One of the most impactful ways of improving student learning is through our own professional growth and our ability to inspire colleagues to continuously improve as well. Holding ourselves accountable for this learning by using an evidence-based system of standards has a transformative effect on each individual learner and the school community as a whole.
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Lee Fertig
Head, Nueva School
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Discussions in department or grade level meetings about what achievement of the standards looks like, sounds like and feels like, can be a great source of celebration and a catalyst for growth.

Sue Easton
Sue Easton
Director of Wellbeing and Learning, Ridley College, Canada
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Standards for teachers are crucial for self-directed professional growth systems.  When teachers have clear expectations, self-assessment, goal setting, and progress self-monitoring are more effective. Ultimately, the students reap the benefits when teachers are engaged in and direct their own growth.

Kelly Armitage
Kelly Armitage
Former Elementary Principal, International School Bangkok
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The use of standards in an educator's professional growth plan provides a critical framework to align an educator's practice with a school's mission, and values. This guides educators further professional development and alignment with school's learning principles.

John Mikton
John Mikton
Head of Education and Media Technology/ Deputy Principal at the International School of Luxembourg
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Moving to standards for references and resumes just makes sense. When we moved to standards for our students years ago, we learned that standards helped us understand more clearly student strengths, challenges and next steps. The same is true for teachers and leaders! 

Laruen Mehrbach
Laruen Mehrbach
Middle School Principal, Singapore American School
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By embracing standards for all stakeholders, we affirm that we are all on a learning journey set by a clear set of expectations. Teacher standards allow for our teachers and teams to individually and collectively answer "where they are going", "where they are at any time on that trajectory", and "how they are going to get there." Clear targets allow everyone to achieve. They hold all accountable to the expectations of both the art and science of teaching while also providing a pathway to professional success. 

Melissa Schaub
Melissa Schaub
Director of Learning, American International School of Lagos
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If we want to foster teacher growth, spark inquiry into problems of practice and promote self-reflection, we need to provide teachers with clear professional standards to guide their thinking. Teaching standards help facilitate dialogue about the relationship between teaching, student learning and continuous improvement.

Kristen MacConnell
Kristen MacConnell
Director, The Teachers' Training Center
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I like to view standards as the big picture road map - the scope of the standards highlights the breadth and complexity of the role and the key areas in which we must focus and attend to. At AISH it is the way we describe, view, and even evaluate the role of a head of school.

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Dr. Andy Page-Smith
CEO, Academy for International School Heads (AISH)
    Standards of Practice for
International School Teachers

 

The international teacher consistently demonstrates an exceptional ability to:

  1. Effectively apply the most up-to-date, research-based strategies to address the needs of diverse learners.
  2. Model the skills and attitudes of global citizenship, antiracism and intercultural sensitivity and proactivity.
  3. Support learning in a culture of transition and mobility.
  4. Collaborate positively with all members of the school community (students, colleagues, parents, leaders).
  5. Meet the learning needs of learners with diverse language backgrounds in the mainstream classroom.
  6. Skillfully and positively contribute to the curriculum development and monitoring processes.
  7. Ensure that his/her work results in acceptable and measurable student progress.
  8. Use the student assessment process to improve learning and teaching.
  9. Think systematically, reflect on, and learn from practice.
 

   Standards of Practice for
International School Teacher Leaders

 

The international teacher leader should:

  1. Foster collaborative culture in and between professional learning teams, with a focus on student learning, collegiality, trust and respect.
  2. Model the skills and attitudes of global citizenship, antiracism and intercultural sensitivity and proactivity.
  3. Develop, implement and monitor curriculum per the schoolwide curriculum design principles.
  4. Lead the process of systematically promoting and implementing continuous improvement in teaching and learning.
  5. Design and facilitate team processes for the use of assessments and data to support student learning.
  6. Share relevant research and models systematic inquiry, to improve teacher practice and student learning.
  7. Design and lead job-embedded professional learning to facilitate improvement in instruction and student learning, aligned to school-wide and team goals.
  8. Contribute to the school-wide program for teacher growth through observation, analysis of planning and student results, and constructive feedback.
 

    Standards of Practice for
International School Principals

 

  1. ACCOUNTABILITY FOR LEARNING - An international school principal’s leadership results in student progress consistent with the school’s mission and curricular goals.
  2. PROFESSIONAL ACCOUNTABILITY - The international school principal:

    •Leads and interacts with all members of the school community in ways which demonstrate a knowledge of and sensitivity to the culture of transition and mobility characteristic of international schools.

    •Models the skills and attitudes of global citizenship, antiracism,intercultural sensitivity and proactivity.

  3. HUMAN RESOURCES LEADERSHIP - The international school principal selects, orients, assigns, develops, evaluates, and retains quality instructional and support personnel to ensure every learner has access to effective teaching.
  4. CURRICULUM AND ASSESSMENT LEADERSHIP - The international school principal leads a curricular system based on the most recent understanding about learning, including developing, implementing and monitoring curriculum and learner progress.
  5. ORGANIZATIONAL LEADERSHIP - The international school principal designs, leads and manages the organizational plan, operations, and resources to provide a productive and accountable environment for learning.
  6. CULTURE AND CLIMATE LEADERSHIP - The international school principal fosters a climate and culture permeated by the notion that learning is always the lens through which we judge effectiveness; that relationships matter; that international-mindedness is fundamental.

   Standards of Practice for
International School Counselors

 

The international counselor supports and maximizes student learning by:

  1. Establish helping relationships with a community of diverse students.
  2. Model the skills and attitudes of a global citizen, including: cultural sensitivity, antiracism, positive attitude, empathy and proactivity.
  3. Create and implement features which support students in a culture of transition and mobility.
  4. Facilitate communication among students, parents and teachers.
  5. Foster intercultural communication within the school community.
  6. Apply relevant and appropriate ethics, laws and standards of professional practice to an international school context.
  7. Advocate for students and families.
  8. Collate and conduct research in the field and utilize it to continuously improve support programs.

 

 Standards of Practice for
International School Support Roles

(School Psychologist, Head of Technology, Curriculum Director, Director of Finance, Human resources, etc.)

Explain and provide evidence where applicable for how you:

  1. Design and lead processes and services that demonstrate that the ultimate outcome is promotion of the school’s mission.
  2. Model the skills and attitudes of global citizenship, antiracism and intercultural sensitivity and proactivity.
  3. Manage and monitor the day to day delivery of services.
  4. Ensure processes and services are reflective of the most current research and thinking.
  5. Systematically reflect on and learn from practice.
  6. Conduct all aspects of your role in ways which demonstrate a knowledge of and sensitivity to the culture of transition and mobility characteristic of international school.
  7. Systematically reflect on and learn from practice.
  8. Collaborate positively with all members of the school community (student, colleagues, parents, leaders).

AISH Standards of Practice for
International School Heads
(developed by the Academy for International School Heads - AISH)
 
  1. MISSION FOR LEARNING - The Head of an International School leads with a mission and vision that focuses on the desired results for student learning.
  2. GOVERNANCE - The Head of an International School, in partnership with the governing body, develops a culture of responsibility and accountability for the fulfillment of the school’s mission.
  3. HUMAN & ORGANIZATIONAL DEVELOPMENT - The Head of an International School enacts legal and ethical practices to safeguard students’ well-being and sets high levels of performance in staff so that each student can attain academic success.
  4. OPERATIONS &RESOURCE MANAGEMENT - The Head of an International School ensures a safe, secure and supportive environment that is strategically resourced to achieve the mission and vision.
  5. SCHOOL-HOME COMMUNITY PARTNERSHIPS - The Head of an International School cultivates positive relationships with families and the community to achieve partnerships that will benefit student outcomes.
  6. PROFESSIONAL ACCOUNTABILITY - The Head of an International School models behavior consistent with the school’s values and is continuously improving to meet the challenges and opportunities of leading a high-performing school.
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